https://ethic.jums.ac.ir/ Education and Ethics In Nursing ISSN: 2322-5300 en daily 1 Sat, 21 Mar 2026 00:00:00 +0330 Sat, 21 Mar 2026 00:00:00 +0330 https://ethic.jums.ac.ir/article_741445.html Background and Objective: The Sound Heart Model(SHM) is the result of two decades of interdisciplinary research, approved by the Supreme Council of the Cultural Revolution, and has a clinical protocol. An article in the Journal of Education and Ethics in Nursing attempted to change the protocol and reduce it to the nursing process. The aim of this study is explaining the methodological considerations in the necessity of adhering to the SHM protocol.Method: In this critical study, the content of the published article was compared and analyzed with international standards for clinical protocol writing (such as SPIRIT), Islamic jurisprudential and ethical principles, methodological and legal considerations, and the approved protocol of the SHM.Findings: Reducing the SHM protocol to the nursing process, limiting the provision of spiritual care to nurses, contradicts the content of the SHM. The SHM allows the implementation of spiritual care, for trained, clinically competent, and licensed spiritual mentors. In obtaining a spiritual history, it emphasizes spiritual self-evaluation, avoiding "inquiry into beliefs" or "confession of sin." It considers "measuring religiosity" - an individual's relationship with God - to be completely contrary to Islamic jurisprudence. It does not recommend recording spiritual distress - which can be considered a major sin and sometimes subject to punishment - in any way. The authors of the article, by reducing counseling sessions, have allowed its implementation without formal training and obtaining clinical license. By ignoring jurisprudential principles and methodological considerations in the design and validation of the model's clinical protocol, they have ignored the developed steps of the model (increasing spiritual knowledge, giving meaning to the four connections, strengthening adaptation, and motivating for self-care) and have limited spiritual care only to the development of the four connections.Conclusion: Spiritual care is a team and specialized activity that requires spiritual mentors to adhere to the model's standard protocol. Changing the content and method of implementing the SHM without the written permission of the theorist lacks methodological validity and is a clear violation of the copyright law. https://ethic.jums.ac.ir/article_741446.html The rapid expansion of artificial intelligence (AI) tools in health professions education, particularly in nursing, has significantly transformed traditional models of learning and assessment. AI-driven systems capable of generating academic text, summarizing evidence, and analyzing clinical scenarios are increasingly integrated into students’ daily academic activities. While these technologies offer substantial opportunities for enhanced access to information and learning efficiency, their unregulated use raises critical ethical and educational concerns. The core issue is no longer whether AI should be used, but how it should be ethically governed within nursing education.This analytical letter examines the ethical implications of AI integration across three domains: academic integrity and hidden forms of misconduct, erosion of critical thinking and clinical reasoning skills, and cognitive overreliance on algorithmic outputs. Additional concerns include algorithmic bias, professional accountability for AI-generated inaccuracies, and inequitable access to advanced technological tools. The absence of clear institutional policies and structured guidance in nursing schools has created a regulatory vacuum, increasing the risk of inconsistent practices and compromised educational standards.In response, this paper advocates for the development of an “Educational AI Governance Framework” tailored to nursing education. Key components include structured AI literacy training, redesign of assessment strategies to prioritize reasoning processes over written products, faculty development initiatives, mandatory transparency in AI-assisted assignments, and systematic monitoring of AI’s impact on learning outcomes. Ethical governance, rather than prohibition or passive acceptance, is presented as the most sustainable strategy. Proactive and principled regulation of AI in nursing education is essential to preserve professional identity formation, maintain academic integrity, and safeguard future patient safety within healthcare systems. https://ethic.jums.ac.ir/article_741447.html Background and Objectives: Pregnancy induces extensive changes, generating concerns among mothers, many of whom turn to online sources for health information. This study aimed to determine the status of online health information-seeking behavior and its association with demographic characteristics among pregnant women in Bojnurd, Iran.Materials and Methods: This descriptive-analytical study was conducted on 243 pregnant women attending health centers in Bojnurd in 2024. Convenience sampling was employed, and data were collected using a demographic questionnaire and the standard "Online Health Information-Seeking Behavior in Pregnant Women" questionnaire (33 items across seven dimensions: attitude toward internet use for health information, perceived ease of use, intensity of internet use, and information related to pregnancy, childbirth, postpartum, and neonatal care). Its reliability was confirmed with Cronbach's alpha of 0.94, and content validity was assessed by university faculty. Data were analyzed using SPSS version 23 with independent t-tests, one-way ANOVA, and Pearson correlation. Statistical significance was set at P<0.05.Results: The mean age of participants was 27.69 years, mean gravidity was 2.08, and mean gestational age was 24.23 weeks. Significant associations were found between online health information-seeking scores and history of illness, maternal and spousal education, family income, and gravidity (P<0.05).Conclusion: Given the influence of demographic variables on online health information-seeking patterns, prenatal care programs should incorporate introductions to credible online resources and digital literacy training to reduce maternal anxiety and enhance health knowledge.